California schools are required to hit rising proficiency rate targets that are central to the current system of school accountability. However, few schools are expected to hit those targets and at those schools that do, smaller shares of disadvantaged students are being served. The authors contend that an accountability system based on a value-added model could provide a more valid measure of school effectiveness.
This research was supported with funding from The William and Flora Hewlett Foundation.
Topics
Kâ12 Education